The primary purpose of school-based assessment is to improve students’ learning and the quality of the learning programme.
- from The New Zealand Curriculum Framework, Ministry of Education, 1993
It is important that teachers try to select a range of assessment tasks - diagnostic, formative and summative - appropriate to the teaching and learning programme. Teachers should use a range of formal and informal approaches to assessment to take account of students’ varying learning needs and styles. These include:
• ongoing, informal assessment which provides immediate feedback, enhancing the learning as it proceeds
• systematic observation by teachers
• self-assessment, which enables students to monitor their own progress against specific objectives and evidence from their own work
• peer assessment, which helps to improve learning and develop social and co operative skills
• conferencing, valuable for diagnosing difficulties and reinforcing success
• tests, based on different types of written tasks
• benchmarks or exemplars
• assessment using written assessment schedules based on the relevant achievement objectives and learning outcomes
- Summarised from:
English in the New Zealand Curriculum, page 21.
Planning and Assessment in English, page 59.
7.2.1 Standards Based Assessment
For standards based assessment:
• learners’ targets are explicit
• performance is compared with written criteria
• results are descriptive indicating what the student knows, understands and can do
• everyone who meets the standard is awarded credit at their level of achievement
Why use standards based assessment?
• to identify and provide the teacher with information about what the student can and can’t do in order to:
- develop appropriate learning programmes
- identify for individual students what they need to do to fill the gaps in order to… (e.g. attempt level one Achievement Standards etc.)
- establish for recording and reporting purposes what level the student has reached. This has a positive impact on learning.
The primary purpose of school-based assessment is to improve students’ learning and the quality of the learning programme.
- from The New Zealand Curriculum Framework, Ministry of Education, 1993
It is important that teachers try to select a range of assessment tasks - diagnostic, formative and summative - appropriate to the teaching and learning programme. Teachers should use a range of formal and informal approaches to assessment to take account of students’ varying learning needs and styles. These include:
• ongoing, informal assessment which provides immediate feedback, enhancing the learning as it proceeds
• systematic observation by teachers
• self-assessment, which enables students to monitor their own progress against specific objectives and evidence from their own work
• peer assessment, which helps to improve learning and develop social and co operative skills
• conferencing, valuable for diagnosing difficulties and reinforcing success
• tests, based on different types of written tasks
• benchmarks or exemplars
• assessment using written assessment schedules based on the relevant achievement objectives and learning outcomes
- Summarised from:
English in the New Zealand Curriculum, page 21.
Planning and Assessment in English, page 59.
7.2.1 Standards Based Assessment
For standards based assessment:
• learners’ targets are explicit
• performance is compared with written criteria
• results are descriptive indicating what the student knows, understands and can do
• everyone who meets the standard is awarded credit at their level of achievement
Why use standards based assessment?
• to identify and provide the teacher with information about what the student can and can’t do in order to:
- develop appropriate learning programmes
- identify for individual students what they need to do to fill the gaps in order to… (e.g. attempt level one Achievement Standards etc.)
- establish for recording and reporting purposes what level the student has reached. This has a positive impact on learning.
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